{"id":758,"date":"2025-05-05T19:01:27","date_gmt":"2025-05-05T19:01:27","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/?post_type=chapter&#038;p=758"},"modified":"2025-06-22T20:11:31","modified_gmt":"2025-06-22T20:11:31","slug":"11-3-environmental-factors-in-supporting-physical-development","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/11-3-environmental-factors-in-supporting-physical-development\/","title":{"raw":"11.3: Environmental Factors in Supporting Physical Development","rendered":"11.3: Environmental Factors in Supporting Physical Development"},"content":{"raw":"<div class=\"textbox\">\r\n\r\nThe preschool learning foundations for Physical Development are organized into four broad categories or strands:\r\n<ol>\r\n \t<li>Fundamental Movement Skills<\/li>\r\n \t<li>Perceptual\u2013Motor Skills<\/li>\r\n \t<li>Movement Concepts<\/li>\r\n \t<li>Active Physical Play<\/li>\r\n<\/ol>\r\n<\/div>\r\n<ul>\r\n \t<li class=\"lt-socialsci-39410\">Teachers promote optimal physical development when they provide children with positive encouragement and quality instruction (both indirect and direct). Teachers \u201cset the stage\u201d and \u201ccreate the climate\u201d for movement skill learning.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">The immediate physical environment is a powerful influence on children\u2019s physical development. The physical environment, play materials, and play themes can all be skillfully designed to promote active play. Both indoor and outdoor play environments should encourage fun and enjoyable learning.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Indoor and outdoor play environments should include a variety of appropriately sized equipment that promotes both gross and fine motor development.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Learning is most meaningful when the environment and materials reflect and accommodate children\u2019s individual interests, backgrounds, and present abilities. Embrace the richness of diversity by learning about children\u2019s culture, language, customs, music, physical activities, and focus on the unique gifts that each child brings to the learning environment.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Take time to build safety into both the indoor and outdoor play environments.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">A safe environment reduces the need for adults to say no. It is important to establish clear expectations. Limits should be set rather than rules (rules eliminate reasonable risk) to ensure personal safety. Be particularly cognizant when working with children who have disabilities that impact their impulse control and judgment. Also, differences in cultural expectations for girls and those for boys, as well as language differences, may impact the critical need for building safety into children\u2019s regular play environments.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Playground equipment, such as climbing, hanging, and sliding structures, should be checked regularly for safety hazards.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Movement experiences should include exploration, discovery, and appreciation of the natural environment. Nature provides rich, diverse sensory experiences\u2014sounds, smells, textures, and sights\u2014that are beneficial for young children\u2019s sensorimotor development.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Thoughtfully designed movement experiences, guided by adults, support children\u2019s physical development. Most children need more than just free play to acquire movement skills. Children benefit from teacher-guided, structured physical activities, particularly when they are learning new movement skills. Structured but flexible play activities that emphasize active participation, exploration, and self-discovery are ideal for practicing new, challenging physical skills.[1]<\/li>\r\n<\/ul>\r\n[caption id=\"\" align=\"aligncenter\" width=\"239\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28252\/clipboard_e9c62320478115f69cb00bb6bcbcf1d99.png?revision=1\" alt=\"clipboard_e9c62320478115f69cb00bb6bcbcf1d99.png\" width=\"239\" height=\"302\" \/> Figure 11.2: Not only are these children allowed to go up the slide, but their teacher has added a rope to help them.[2][\/caption]\r\n<p class=\"lt-socialsci-39410\">Additional strategies that will help children\u2019s physical development:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39410\">Provide opportunities that include diverse cultural themes.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Challenge children\u2019s abilities by asking questions.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Encourage persistence during challenging tasks.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Modify activities to increase participation by children with disabilities and special needs.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Observe and analyze children\u2019s skills to facilitate planning for learning opportunities.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Learn about children\u2019s prior experiences and personal interests.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Promote and be aware of the progressive development of skills.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Plan meaningful, purposeful, and connected activities and games.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Create culturally diverse scenarios for skills.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Create meaningful scenarios that provide the opportunity for the integration of skills with other curriculum concepts.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Use both unstructured and structured strategies, as well as multisensory experiences, in your teaching.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Create developmental activities that provide a sense of success.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Provide opportunities for repeated practice in a safe environment.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Provide plenty of encouragement.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Create activities that provide automatic feedback and a sense of accomplishment.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Provide clear, specific feedback to facilitate children\u2019s problem-solving process.<\/li>\r\n \t<li class=\"lt-socialsci-39410\">Provide a variety of tools and media to promote participation.[3]<\/li>\r\n<\/ul>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Pause to Reflect<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">How can family culture, language, and diversity be incorporated into fundamental movement activities? How can ideas and materials from children\u2019s different cultures be included in fine motor activities and games?<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Research Highlight: Must Young Children Sit Still in Order to Learn?<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<p class=\"lt-socialsci-39410\">Researchers have stated that high activity levels, impulsivity, and short attention span for sedentary activities are characteristics of typically developing preschool-age children. Children naturally need to move to learn. Being physically active boosts children\u2019s attention span and capitalizes on multisensory learning so that children are more likely to retain academic concepts such as colors, shapes, and the alphabet. The need for movement-based learning experiences may be particularly important for children with special needs. Research has shown that for children who have autism spectrum disorder and attention deficit hyperactivity disorder, being seated on a movable surface (e.g., a therapy ball) resulted in increased ability to stay on task and remain seated during classroom learning activities. However, children seated on a static surface, such as a bench, chair, or floor, were less able to remain on task. Experts have suggested that adults\u2019 efforts to entice young children to sit still, pay attention, and be quiet during learning activities often run contrary to children\u2019s natural needs for physical movement.[4]<\/p>\r\n<p class=\"lt-socialsci-39410\">Sources:<\/p>\r\n<p class=\"lt-socialsci-39410\">J. A. Blackman, \u201cAttention-Deficit\/Hyper-activity Disorder in Preschoolers. Does It Exist and Should We Treat It?\u201d\u00a0<i>Pediatric Clinics of North America\u00a0<\/i>46, no. 5 (1999): 1011\u201325.<\/p>\r\n<p class=\"lt-socialsci-39410\">T. Hunter, \u201cSome Thoughts About Sitting Still,\u201d\u00a0<i>Young Children\u00a0<\/i>55, no. 3 (2000): 50.<\/p>\r\n<p class=\"lt-socialsci-39410\">T. Schilling, and others, \u201cPromoting Language Development Through Movement,\u201d\u00a0<i>Teaching Elementary Physical Education\u00a0<\/i>17, no. 6 (2006): 39\u201342.<\/p>\r\n<p class=\"lt-socialsci-39410\">D. L. Schilling and I. S. Schwartz, \u201cAlternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior,\u201d\u00a0<i>Journal of Autism and Developmental Disorders\u00a0<\/i>43, no. 4 (2004): 423\u201332.<\/p>\r\n<p class=\"lt-socialsci-39410\">D. L. Schilling and others, \u201cClassroom Seating for Children with Attention Deficit<\/p>\r\n<p class=\"lt-socialsci-39410\">Hyperactivity Disorder: Therapy Ball Versus Chairs,\u201d\u00a0<i>American Journal of Occupational Therapy\u00a0<\/i>57, no. 5 (2003): 534\u201341. 12. T. Hunter, \u201cSome Thoughts About Sitting Still,\u201d\u00a0<i>Young Children\u00a0<\/i>55, no. 3 (2000): 50.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"lt-socialsci-39410\">[1]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission (pg. 136-137)<\/p>\r\n<p class=\"lt-socialsci-39410\">[2]\u00a0Image\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\r\n<p class=\"lt-socialsci-39410\">[3]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\r\n<p class=\"lt-socialsci-39410\">[4]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission (pg. 137)<\/p>\r\n\r\n<\/div>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a011.3: Environmental Factors in Supporting Physical Development\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/11%3A_Physical_Development\/11.03%3A_Environmental_Factors_in_Supporting_Physical_Development\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer>","rendered":"<div class=\"textbox\">\n<p>The preschool learning foundations for Physical Development are organized into four broad categories or strands:<\/p>\n<ol>\n<li>Fundamental Movement Skills<\/li>\n<li>Perceptual\u2013Motor Skills<\/li>\n<li>Movement Concepts<\/li>\n<li>Active Physical Play<\/li>\n<\/ol>\n<\/div>\n<ul>\n<li class=\"lt-socialsci-39410\">Teachers promote optimal physical development when they provide children with positive encouragement and quality instruction (both indirect and direct). Teachers \u201cset the stage\u201d and \u201ccreate the climate\u201d for movement skill learning.<\/li>\n<li class=\"lt-socialsci-39410\">The immediate physical environment is a powerful influence on children\u2019s physical development. The physical environment, play materials, and play themes can all be skillfully designed to promote active play. Both indoor and outdoor play environments should encourage fun and enjoyable learning.<\/li>\n<li class=\"lt-socialsci-39410\">Indoor and outdoor play environments should include a variety of appropriately sized equipment that promotes both gross and fine motor development.<\/li>\n<li class=\"lt-socialsci-39410\">Learning is most meaningful when the environment and materials reflect and accommodate children\u2019s individual interests, backgrounds, and present abilities. Embrace the richness of diversity by learning about children\u2019s culture, language, customs, music, physical activities, and focus on the unique gifts that each child brings to the learning environment.<\/li>\n<li class=\"lt-socialsci-39410\">Take time to build safety into both the indoor and outdoor play environments.<\/li>\n<li class=\"lt-socialsci-39410\">A safe environment reduces the need for adults to say no. It is important to establish clear expectations. Limits should be set rather than rules (rules eliminate reasonable risk) to ensure personal safety. Be particularly cognizant when working with children who have disabilities that impact their impulse control and judgment. Also, differences in cultural expectations for girls and those for boys, as well as language differences, may impact the critical need for building safety into children\u2019s regular play environments.<\/li>\n<li class=\"lt-socialsci-39410\">Playground equipment, such as climbing, hanging, and sliding structures, should be checked regularly for safety hazards.<\/li>\n<li class=\"lt-socialsci-39410\">Movement experiences should include exploration, discovery, and appreciation of the natural environment. Nature provides rich, diverse sensory experiences\u2014sounds, smells, textures, and sights\u2014that are beneficial for young children\u2019s sensorimotor development.<\/li>\n<li class=\"lt-socialsci-39410\">Thoughtfully designed movement experiences, guided by adults, support children\u2019s physical development. Most children need more than just free play to acquire movement skills. Children benefit from teacher-guided, structured physical activities, particularly when they are learning new movement skills. Structured but flexible play activities that emphasize active participation, exploration, and self-discovery are ideal for practicing new, challenging physical skills.[1]<\/li>\n<\/ul>\n<figure style=\"width: 239px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28252\/clipboard_e9c62320478115f69cb00bb6bcbcf1d99.png?revision=1\" alt=\"clipboard_e9c62320478115f69cb00bb6bcbcf1d99.png\" width=\"239\" height=\"302\" \/><figcaption class=\"wp-caption-text\">Figure 11.2: Not only are these children allowed to go up the slide, but their teacher has added a rope to help them.[2]<\/figcaption><\/figure>\n<p class=\"lt-socialsci-39410\">Additional strategies that will help children\u2019s physical development:<\/p>\n<ul>\n<li class=\"lt-socialsci-39410\">Provide opportunities that include diverse cultural themes.<\/li>\n<li class=\"lt-socialsci-39410\">Challenge children\u2019s abilities by asking questions.<\/li>\n<li class=\"lt-socialsci-39410\">Encourage persistence during challenging tasks.<\/li>\n<li class=\"lt-socialsci-39410\">Modify activities to increase participation by children with disabilities and special needs.<\/li>\n<li class=\"lt-socialsci-39410\">Observe and analyze children\u2019s skills to facilitate planning for learning opportunities.<\/li>\n<li class=\"lt-socialsci-39410\">Learn about children\u2019s prior experiences and personal interests.<\/li>\n<li class=\"lt-socialsci-39410\">Promote and be aware of the progressive development of skills.<\/li>\n<li class=\"lt-socialsci-39410\">Plan meaningful, purposeful, and connected activities and games.<\/li>\n<li class=\"lt-socialsci-39410\">Create culturally diverse scenarios for skills.<\/li>\n<li class=\"lt-socialsci-39410\">Create meaningful scenarios that provide the opportunity for the integration of skills with other curriculum concepts.<\/li>\n<li class=\"lt-socialsci-39410\">Use both unstructured and structured strategies, as well as multisensory experiences, in your teaching.<\/li>\n<li class=\"lt-socialsci-39410\">Create developmental activities that provide a sense of success.<\/li>\n<li class=\"lt-socialsci-39410\">Provide opportunities for repeated practice in a safe environment.<\/li>\n<li class=\"lt-socialsci-39410\">Provide plenty of encouragement.<\/li>\n<li class=\"lt-socialsci-39410\">Create activities that provide automatic feedback and a sense of accomplishment.<\/li>\n<li class=\"lt-socialsci-39410\">Provide clear, specific feedback to facilitate children\u2019s problem-solving process.<\/li>\n<li class=\"lt-socialsci-39410\">Provide a variety of tools and media to promote participation.[3]<\/li>\n<\/ul>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Pause to Reflect<\/p>\n<\/header>\n<div class=\"textbox__content\">How can family culture, language, and diversity be incorporated into fundamental movement activities? How can ideas and materials from children\u2019s different cultures be included in fine motor activities and games?<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Research Highlight: Must Young Children Sit Still in Order to Learn?<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p class=\"lt-socialsci-39410\">Researchers have stated that high activity levels, impulsivity, and short attention span for sedentary activities are characteristics of typically developing preschool-age children. Children naturally need to move to learn. Being physically active boosts children\u2019s attention span and capitalizes on multisensory learning so that children are more likely to retain academic concepts such as colors, shapes, and the alphabet. The need for movement-based learning experiences may be particularly important for children with special needs. Research has shown that for children who have autism spectrum disorder and attention deficit hyperactivity disorder, being seated on a movable surface (e.g., a therapy ball) resulted in increased ability to stay on task and remain seated during classroom learning activities. However, children seated on a static surface, such as a bench, chair, or floor, were less able to remain on task. Experts have suggested that adults\u2019 efforts to entice young children to sit still, pay attention, and be quiet during learning activities often run contrary to children\u2019s natural needs for physical movement.[4]<\/p>\n<p class=\"lt-socialsci-39410\">Sources:<\/p>\n<p class=\"lt-socialsci-39410\">J. A. Blackman, \u201cAttention-Deficit\/Hyper-activity Disorder in Preschoolers. Does It Exist and Should We Treat It?\u201d\u00a0<i>Pediatric Clinics of North America\u00a0<\/i>46, no. 5 (1999): 1011\u201325.<\/p>\n<p class=\"lt-socialsci-39410\">T. Hunter, \u201cSome Thoughts About Sitting Still,\u201d\u00a0<i>Young Children\u00a0<\/i>55, no. 3 (2000): 50.<\/p>\n<p class=\"lt-socialsci-39410\">T. Schilling, and others, \u201cPromoting Language Development Through Movement,\u201d\u00a0<i>Teaching Elementary Physical Education\u00a0<\/i>17, no. 6 (2006): 39\u201342.<\/p>\n<p class=\"lt-socialsci-39410\">D. L. Schilling and I. S. Schwartz, \u201cAlternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior,\u201d\u00a0<i>Journal of Autism and Developmental Disorders\u00a0<\/i>43, no. 4 (2004): 423\u201332.<\/p>\n<p class=\"lt-socialsci-39410\">D. L. Schilling and others, \u201cClassroom Seating for Children with Attention Deficit<\/p>\n<p class=\"lt-socialsci-39410\">Hyperactivity Disorder: Therapy Ball Versus Chairs,\u201d\u00a0<i>American Journal of Occupational Therapy\u00a0<\/i>57, no. 5 (2003): 534\u201341. 12. T. Hunter, \u201cSome Thoughts About Sitting Still,\u201d\u00a0<i>Young Children\u00a0<\/i>55, no. 3 (2000): 50.<\/p>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span><\/p>\n<\/div>\n<\/div>\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"lt-socialsci-39410\">[1]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission (pg. 136-137)<\/p>\n<p class=\"lt-socialsci-39410\">[2]\u00a0Image\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\n<p class=\"lt-socialsci-39410\">[3]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission<\/p>\n<p class=\"lt-socialsci-39410\">[4]\u00a0The California Preschool Curriculum Framework, Volume 2\u00a0by the\u00a0California Department of Education\u00a0is used with permission (pg. 137)<\/p>\n<\/div>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a011.3: Environmental Factors in Supporting Physical Development\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/11%3A_Physical_Development\/11.03%3A_Environmental_Factors_in_Supporting_Physical_Development\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n","protected":false},"author":154,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-758","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":349,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/758","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/154"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=758"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/758\/revisions"}],"predecessor-version":[{"id":1545,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/758\/revisions\/1545"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/349"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/758\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=758"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=758"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=758"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=758"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}